Improving the Pronunciation of Voiceless Consonant Sounds in Vietnamese EFL Undergraduates Using the Simplified Verbotonal Approach

In teaching pronunciation, the traditional articulatory approach, commonly used in Vietnamese classrooms, has shown limitations in addressing the phonetic challenges posed by the differences between Vietnamese and English consonant systems. This study investigates the use of an alternative approach, the Simplified Verbotonal Approach (SVA), in improving the pronunciation of voiceless consonants among Vietnamese EFL undergraduates. The SVA, which emphasizes prosodic features through intensive practice with lowpass filtered speech, was hypothesized to aid learners in producing more accurate voiceless consonants. A mixed-methods quasi-experimental design was employed, involving 70 first-year non-English major students. The control group received instruction using standard pronunciation textbooks, while the experimental group utilized an online platform incorporating SVA principles. Pre- and post-tests assessed participants' pronunciation of voiceless consonants in isolation, sentences, and passages. Semi-structured interviews provided qualitative insights into learners' opinions of the SVA. Quantitative results demonstrated significant improvements in the experimental group's pronunciation accuracy, particularly in sentences and passages. Qualitative data revealed positive student feedback on the SVA. These findings suggest that integrating prosodic training through the SVA can significantly enhance the pronunciation of voiceless consonants in Vietnamese learners, offering a viable alternative to traditional articulatory methods in EFL contexts.